Battle of Britain - 1604 Words

The Luftwaffe Needs Lessons from the Brits: An Investigation of Hitler’s Defeat at the Battle of Britain By: Jake Pilla Global History II 11-28-07 In 1940, German planes flew over Britain in an attempt to take over the country and tear apart the enemy’s alliance. Britain was surprised by this attack, but countered by shooting down at least twenty planes of the Luftwaffe, the Nazi air force, during the initial attack. Hitler sent waves of planes into Britain every day, trying to lower British morale; however, he did not expect Allied forces to send supplies to England. United States and France sent planes to Britain, which were the most important factor of the Battle of Britain. British used the powerful Royal Air Force to†¦show more content†¦After Poland and France were conquered they lost a percentage of their incoming supplies but, nevertheless, the United States sent even more. This allowed production of multiple planes and gave Britain more time to devise plans for a counter attack. The Royal Air Force had superior aircrafts, pilots, and training tactics, compared to the Luftwaffe. The war in Europe started in early September 1939. Germany, Adolf Hitler, took over Poland. Britain and France countered by declaring war on Germany but did not take action for many months. In 1940, Germany attacked its next target, Denmark, and Norway. Soon after they invaded and successfully took over Belgium, the Netherlands, and France. All of these nations were conquered because of the Blitzkrieg or lightning war, technique. In the summer of 1940, Germany took Britain head on, this time from the air. The Battle of Britain turned out to be Hitler’s first military failure, as the Luftwaffe never could destroy the powerful Royal Air Force. Britain was slightly surprise by the attack, but was ready to fight in time. Germany tried to blockade Britain but the powerful Royal Navy sunk German battleships and submarines. If Hitler could have pulled off a blockade  "Britain would have been at a huge disadvantage, because they import a huge majority of their supplies. Germany took to the air toShow MoreRelatedEssay on Why Britain Won the Battle of Britain4008 Words   |  17 PagesWhy Britain Won the Battle of Britain After taking France in addition to his list of captured countries on mainland Europe, Adolf Hitler set his sights on Britain. After the success of Blitzkrieg, the evacuation of Dunkirk and the surrender of France, Britain was by herself. However, before Hitler could contemplate undertaking an invasion he was advised by his generals that Germany had to destroy the Fighter Command of the Royal Air Force in order to gain superiorityRead MoreThe Battle of Britain Essay5809 Words   |  24 PagesThe Battle of Britain As the cold hand of death swept over the remnants of France, British Prime Minister, Winston Churchill, orated on the imminent battle that would rage over his homeland and the foreboding struggle for survival that was now facing Britain: The Battle of France is over. I expect that the Battle of Britain is about to begin†¦ The whole fury and might of the enemy must very soon be turned on us. Hitler knows that he will have to break us in this island or lose the war. If we canRead MoreEssay on The Battle of Britain in 19401245 Words   |  5 PagesThe Battle of Britain in 1940 In the summer of 1940, the German Luftwaffe attempted to win air superiority over southern Britain and the English Channel by destroying the Royal Air Force and the British aircraft industry. This attempt came to be known as the Battle of Britain, and victory over the RAF was seen by the Germans as absolutely essential if they were eventually to mount an invasion of the British Isles. The Germans had overrun Belgium, the Netherlands andRead MoreThe Battle of Britain: The Nazi ´s Failure1201 Words   |  5 PagesBattle of Britain is the name given to the effort by the German air force, run by Luftwaffe to gain air superiority over the Royal Air Force (RAF). The Battle of Britain was the first major battle to be fought entirely by air forces. It was the largest and most sustained bombing campaign to be attempted, as well as the first real test of vital bombing theories developed since World War I. The failure of Nazi Germany to destroy Britains air force or to break the spirit of the British governmentRead MoreFailure of the Battle of Britain Campaign Essays1747 Words   |  7 PagesIn the summer of 1940, Adolf Hitler began operation â€Å"Sea-Lion,† or better known as the Battle of Britain. This was the plot to destroy the British RAF so that a German landing on the beaches of England and air assault could be possible. Because of the failure of the battle of Britain campaign, the course of the war was changed in the allies favor, and, Hitler’s plan for European domination was halted. The early stages of the war were dominated by Germany, attacking Europe in quick succession. TheRead MoreAir Campaign Waged by Germany in The Battle of Britain Essay2588 Words   |  11 PagesThe Battle of Britain is the name given to the World War II air campaign waged by the German Air Force against the United Kingdom during the summer and autumn of 1940. The Luftwaffe or German Air Force was trying to pave the way for a sea and airborne invasion of Britain as an extension of Hitler’s Blitzkrieg campaign in Western Europe. The Battle of Britain is significant because it was the only battle throughout World War II which was fought only in the air. The Battle of Britain also marked theRead MoreThe Battle Of Britain Is Regarded As The Most Famous Military Engagement Of World War II2007 Words   |  9 Pages The Battle of Britain is regarded as the most famous military engagement of World War II. The fall of France in June 1940 to Nazi Germany not only left Britain as the only European power working actively against the Germans but also left them vulnerable to bombing campaigns launched from Northern France, having only to travel twenty-five miles across the English Channel to reach targets in south-east England1. The quick surrender of France allowed German forces to direct their attention towardsRead MoreSir Churchill On Britain s Past And Used Events That Defined Them897 Words   |  4 Pagesthemselves and compare themselves to the people who went through these situations. He allowed them to reflect on how these individuals were brave and resilient, and how they won despite the odds against them. That in such remarkable situations, little Britain won . In addition, Churchill through this passage compared the German army and air force to the Spanish Armada and Napoleon’s army. He implies that even at their grandiose scale the British people of the past defeated them easily . Therefore, whenRead MoreWorld War Two And Its Effect On The World1485 Words   |  6 Pageshad surrendered in 1945, which was six years after it began. It began in September 1939 when Britain and France declared war on Germany after Germany had invaded Poland. January 1933 Adolf Hitler became Chancellor of Germany and he immediately he secretly built up Germany s army and weapons. In 1934 he made the size of the army bigger and he began to build warships and he created a German air force. Britain and France were aware of Germany preparing for war but they were concerned about the rise ofRead MoreChurchill and the Battle of Brittain839 Words   |  3 PagesOn June 18, 1940, Prime Minister Winston Churchill was speaking to the British House of Commons when he said â€Å"The Battle of France is over. I expect the Battle of Britain is about to begin.† Just the day before, the French signed a peace treaty and were no longer involved with World War II. The Battle of Britain was the air battle between Germany and Britain for control over Great Britain’s air space. This happened during July 1940 to May 1941, with the heaviest fighting from July to October

Essay on Fascades of Current Society - 1087 Words

nbsp;nbsp;nbsp;nbsp;nbsp;Throughout history women, men, and children have all felt the pressures and manipulations by the media through some faà §ade style form or shape. A Faà §ade by definition is a false, superficial, or artificial appearance or effect, which is primarily imposed or placed on an object, group, or even individual. Through the use of words, deliberate images, and material items advertised within society, as a result have become pressures felt by all types of individuals. Many of these pressures forced upon individuals, prevalent in society today, has in turn created a false sense of ideals and an artificial basis of reality. Men, women, and children all wear some form of a mask in a faà §ade sense as an attempt of self†¦show more content†¦In other novels read and analyzed specifically in this class, which provide additional examples of characters displaying types of facades, are Tayo in Silko’s novel Ceremony, Henry in Valdez’s production of Zoot Suit, Sula in Morrison’s novel Sula, and Akiko Ueno in Ozeki’s novel My Year of Meats, just to name a few. In Maus mainly, Spiegelman portrays the Jewish mice wearing pig masks in order to blend in with the surrounding Polish society depicted as pigs. Spiegelman does this for many reasons, but one in particular is to expose the destructive effect. In reality, people walk, dress, and talk a certain way in order pass as another type of person, or to feel acceptance among peers, such as teenage boys and girls. All characters display some kind of inner and outer struggle wearing a sort of faà §ade due to conflicts encountered, thus forcing them to morph themselves as a way of survival. In actuality, no one is wearing a physical mask but rather an adaptation by change in behavior, manner, and appearance to blend in with the rest of mass society. nbsp;nbsp;nbsp;nbsp;nbsp;In relation to my Advertisement Faà §ade, which depicts pieces of magazine images and textual material from American magazines targeted towards young adults, represents the type of mask prevalent among individuals of today. By analyzing media material

The Problem Of Population Health - 933 Words

Population health revolves around the ability to stratify patients to understand the population and address disparities in care (Darves, 2015). The stratification measures allow the provider to track trends and improve the health of patients. This process often requires population health councils, leaders, providers and employees and breaking away from hospital or practice centric and focusing on the patient (Darves, 2015). The change will require special handling with a physician leader and a non aggressive management (Darves, 2015). Develop care continuum models in the hospital and community system to link patients back to their primary care provider. In addition, select clinics and pilot the program focusing on high risk patients and a selected disease management state such as diabetes, heart failure and COPD targeting high utilization and setting care protocols to gain support and demonstrate the success of the model (Darves, 2015). The shift to population health managemen t is labor, technology and financial intensive. In the past patients received the same care, however with population health stratify the population and developing care models for each segment of high-risk, rising risk and health along with providing education to the staff and community will help deliver better care while lowering cost and ensuring patients receive the care when and where they need it (Darves, 2015). However with population health the patient’s health is broken down to highShow MoreRelatedPopulation Based Health Problems in Texas1180 Words   |  5 PagesAnthrax Abigail Ward HCA 415 Community amp; Public Health Tara Whitworth May 20, 2012 â€Å"Bioterrorism remains a major threat for the United States despite more than $65 billion spent on protecting the country from myriad dangers, the Bipartisan WMD Terrorism Research Center said in its latest report Wednesday. The centers Bio-Response Report Card evaluated U.S. preparedness for countering threats from bioterrorism and found the country remains vulnerable to multiple threats and largelyRead MoreUnique Problems Associated with Delivering Health Care to an Indigent Population1371 Words   |  5 PagesDiscuss six (6) unique problems associated with delivering health care to an indigent population. As illustrated by the case, there were many unique problems associates with delivering health care to the indigent population. First, communication was an issue plaguing all parties involved. Difficulty in regards to understanding overall objectives and health care plans made operations inefficient and costly. Massive errors resulted from communication issues that ultimately hindered the access andRead MoreObesity Is A Major Public Health And Economic Problem Within Populations2781 Words   |  12 PagesObesity is a major public health and economic problem within populations. The complex interactions between environment, individual factors and genetic variability have escalated the issue to the top of policy and programme agendas worldwide, with prevention of childhood obesity providing a particularly compelling mandate for action.1, 2 There is an undisputed understanding that this epidemic is in need of urgent action that is both comprehensive and sustainable. Often upstream legisl ative and fundingRead MoreCLIMATE CHANGE: HEALTH CHALLENGES AND PREPAREDNESS IN DEVELOPING COUNTRIES800 Words   |  4 PagesTitle CLIMATE CHANGE: HEALTH CHALLENGES AND PREPAREDNESS IN DEVELOPING COUNTRIES Developing nation’s slippery wrestling with many health problems for many years, it is very clear that good health is relating to long live. In the developing – countries have a lot of issues such as lack of clean drinking water, inadequate, poor quality of food and disease are the challenges facing developing countries.The present of these problem hampering health system in both Africa and Asia content. ThereforeRead MoreEssay Overpopulation’s Effect on Environment886 Words   |  4 Pagesincreasing world’s population is a global issue and becomes a source of anxiety for many scholars and decision makers around the globe. U.S. Census Bureau estimated that population growth will persist into the 21st century, growing from 6 billion in 1999 to 9 billion by 2044 (2010). In a longer term, it is also projected that human population may keep increasing up to 36.4 billion in 2300 (United Nations, 2003). Population upsurge is considered a centre piece for a r ange of problems world would encounterRead MoreA Brief Note On Preventative Medicine And Education1130 Words   |  5 PagesEducation Poor health and homelessness has been connected through multiple studies. Having poor health can cause homelessness. On the flip side, being homeless can also cause poor health. Being homeless brings a list of complications including limited access to getting proper health care. This causes the health of the homeless population in the United States to be worse than that of the general population. Common health problems in the homeless population include: mental health problems, substance abuseRead MoreProcess Of Identification Definition Essay1680 Words   |  7 PagesProcess of Identification Definition Health is the main value of human life. It occupies the highest level in the hierarchy of human needs. It is one of the most important components of human happiness and successful social and economic development. Implementation of the intellectual, moral and spiritual, physical and reproductive potential is only possible in a healthy society. In accordance with the Constitution of the World Health Organization (WHO), health is defined as a â€Å"state of complete physicalRead MoreOverpopulation Is A Serious Problem1442 Words   |  6 PagesThere are many threats to global health in today’s world but the one that seems to be the greatest threat to the entire world is overpopulation. Overpopulation is a serious problem that is having an extreme effect on the health of every citizen of every country. The problems caused by overpopulation could even prove to be a fatal epidemic to the human population. Oftentimes overpopulation is overlooked due to a lack of knowledge or simply because many government officials have dismissed overpopulationRead MoreHistory of Public Health Essay938 Words   |  4 PagesThe History of Public Health and the Role of the Community/Public Health Nurse Walden University NURS 4010 Section 04, Family, Community, and Population-Based Care 10 / 21 / 2012 The History of Public Health and the Role of the Community/Public Health Nurse Overview Public health, a population-centered nursing had been in existence since the late 1880s under the guise of different names. The focus of public health nursing was on sanitation, communicable diseaseRead MoreHealth Care Consumer Interview : The Elderly1556 Words   |  7 PagesHealth Care Consumer Interview In a health care system beset by inequality, excessive spending, and average outcomes, one segment of the population in particular presents a variety of problems and opportunities that need to be addressed: the elderly. Individuals over the age of sixty-five in the United States utilize a disproportionate share of medical services compared to the rest of the population, and the growth of this demographic means that any concerns associated with it will only continue

Analysis Of The Poem The Squire - 2301 Words

In the introduction of The Squire s Tale an unmentioned third party, assumed to be the author, is asking the Squire â€Å"... say something about love, for certainly you/ Know as much about that as any man.† (l. 2-3) The Squire is seen as someone who would know a lot about love due to experience. He is quick to answer, saying â€Å"...but I will speak as I can/ With a hearty will, for I will not rebel† in lines 4-5. In this quote he is saying he knows what he knows and nothing more so he will try his best to stick to his knowledge. In other words, he reiterates in line 7 â€Å"Have me excused if I speak amiss† that he wants you to understand he only knows from his experience about love and can not tell about another’s experience of love. The Squire has†¦show more content†¦The Squire can not describe her beauty in the appropriate speech in every detail that he believes should be used for this occasion. â€Å"In royal vestments sits on his dais,/ With diadem, full noby in his palace,/ And holds his feast so solemn and so rich/ That in this world there was none like it;† (l.59-62) states that King Cambyuskan would hold feast that no one in the city has seen before. He would serve one course at a time, some for these courses might include for example stews, swans, and herons. After the third course was served the King would sit and listens to minstrels play their instruments at his table. All of a sudden in comes a Knight on a steed, with a mirror of glass in hand. The Knight also had a gold ring on his thumb and a naked sword on his side as he approaches the high table. Everyone there stopped to stare at this marvelous Knight that had appeared. As the Knight approached the table he â€Å"Salutes king and queen and all the lords,/ In the order in which they sat in the hall,† in lines 91-92. This one gesture shows how he is respectful to those above him, as well as sets a magnificent first impression. The Knight then began to speak without a single mistake in his pronunciation and his facial expressions stayed true to the tale. The Squire knew he could not imitate his style but said â€Å"Thus much amounts all that ever he meant (to say),/ If it so be that I have it (correctly) in mind.† inShow MoreRelatedAnalysis Of My Three Favorite Characters From Chaucer s General Prologue907 Words   |  4 PagesInteresting Characters (An Analysis of my Three Favorite Characters from Chaucer s General Prologue) Chaucer was a writer from the Anglo Saxon Era in which he did many significant things in his short life. He is known to this day as the father of our language as we know it today. He wrote the series of stories called the Canterbury Tales, which consist of many different characters that each tell a story. In these series of stories he is us using the characters to express his mind and feelings towardsRead MoreEssay on Analysis of Birches559 Words   |  3 PagesAnalysis of Birches  Ã‚   The discursive blank-verse meditation Birches does not center on a continuously encountered and revealing nature scene; rather, it builds a mosaic of thoughts from fragments of memory and fantasy. Its vividness and genial, bittersweet speculation help make it one of Frosts most popular poems, and because its shifts of metaphor and tone invite varying interpretation it has also received much critical discussion, not always admiring. The poem moves back and forth betweenRead MoreAnalysis Of Joseph Addison s An Epitaph Essay1839 Words   |  8 PagesMathew Prior has devoted and got satisfaction from literary reputation and has dedicated his time to compose agile poems. However, Samuel Johnson thought otherwise and his input over his writings was, â€Å"his numbers are such as mere diligence may attain; they seldom offend the ear, and seldom soothe it; they commonly want airness, lightness,and facility:what is smooth is not soft. His verses always roll, but they seldom flow.† J oseph addison’s overall goal was to throw faint appraisement, acknowledgingRead MoreAnalysis Of The Knight And His Tale2835 Words   |  12 PagesAn Analysis of the Knight and His Tale in The Canterbury Tales The Canterbury Tales, a poem consisting of several tales told by various pilgrims, is perhaps the most well known work of Geoffrey Chaucer. The Canterbury Tales Chaucer introduces the pilgrims in the general prologue many of the pilgrims in a satirical manner. In prologue to The Canterbury Tales, Geoffrey Chaucer introduces the Knight as â€Å"a true perfect gentle-knight,† (5) who exemplifies the code of chivalry. 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[i] †¢ Over the mountains / Of the moon, / Down the valley of the shadow, / Ride, boldly ride,/The shade repliedRead MoreCarol Ann Duffy2780 Words   |  12 PagesAnalysis by theme – Carol Ann Duffy CHILDHOOD Notes from â€Å"Originally† Repeatedly returns to the metaphor of childhood as a â€Å"country† – echoes of L.P. Hartley’s â€Å"The past is a foreign country; they do things differently there. Notion of past being intimately associated with place, and that adulthood is a journey away from it. â€Å"All childhood is an emigration.†/ â€Å"I want our own country†. Fear of being in an alien place as a child reflected in the alienation of adult life. â€Å"I lost a riverRead MoreEssay on Analysis of Seamus Heaneys North3769 Words   |  16 PagesAnalysis of Seamus Heaneys North The poet Keats wrote that â€Å"the only means of strengthening one’s intellect is to make up one’s own mind about nothing – to let the mind be a thoroughfare for all thought, not a select body†. That this may be an admirable aim for a poet, and especially so for one writing against a background of ethnic violence, is not in doubt. It is, however, extremely difficult to remain neutral when one identifies oneself with an ethnic party involved in conflict. It is my intentionRead MoreChildrens Literature13219 Words   |  53 Pagesand John Locke: Late 1600s 8 3. Beginning of Children’s Literature: Late 1700s 10 4. Fairy and Folk Tales 12 The Golden Age of Children’s Literature: Late 1800s 12 5. Victorian Childrens Literature 16 6. Contemporary Childrens Literature 18 6. Analysis of Harry Potters’ series 21 7. Conclusion 30 8. Summary 31 Children’s Literature Definitions 31 The Ancient World [ancient Rome; 50 BCE to 500 CE] 31 The Middle Ages [500 to 1500 CE] 31 The European Renaissance [1500-1650 CE] 32 The 17th Century

Gestalt Therapy Essay Example For Students

Gestalt Therapy Essay Quotation GESTALT THERAPY Psychology 460 Counseling and Interviewing Sheila K. Grant, Ph. D. †¢ I am not in this world to live up to other peoples expectations, nor do I feel that the world must live up to mine. Fritz Perls 1 2 Theory of Personality †¢ A person exists by differentiating self from other by connecting self other †¢ These are the two functions of a boundary †¢ The boundary between self environment must be permeable to allow for exchanges, yet firm enough to enable autonomous action †¢ When the boundary becomes unclear, lost, or impermeable, mental emotional disturbance results 3 Gestalt †¢ A gestalt, or whole, both includes transcends the sum of its parts †¢ It cannot be understood simply as a sum of smaller, independent events †¢ It is chiefly that distinctive emphasis on looking to the whole for the meaning of the parts that unites a group of theorists into what is called the Gestalt school of psychology 4 Gestalt Therapy †¢ Fritz Perls (1893-1970) / wife Laura Perls (1905-1990) Gestalt Therapy Existential Phenomenological – it is grounded in the client’s â€Å"here and now† †¢ Initial goal is for clients to gain awareness of what they are experiencing doing now – Promotes direct experiencing rather than the abstractness of talking about situations – Rather than talk about a childhood trauma the client is encouraged to become the hurt child – Main originator developer of Gestalt Therapy †¢ Gestalt therapy – an existential/phenomenological approach †¢ Therapists try to i ncrease clients’ awareness †¢ Clients are expected to do their own seeing, feeling, sensing, interpreting 6 1 Gestalt Therapy An Overview †¢ Gestalt Therapy is another type of counseling that is based upon the existential framework. Key elements include: – 1. A Phenomenological Basis—You are seeking to focus on the client’s perception of reality – 2. Experiential—The client is being asked to come to understand about what and how they are thinking, feeling, and doing as they interact with the therapist and the other people in the world Gestalt Therapy An Overview – 3. We will write a custom essay on Gestalt Therapy specifically for you for only $16.38 $13.9/page Order now Existential—The person is to take responsibility for their destiny and identity †¢ The client is also encouraged to work in the â€Å"here and now,† not in the â€Å"there and then† – 4. Awareness—A key element in this theory is helping the client come to an awareness of what he or she is doing and experiencing †¢ This involves dropping those behaviors and barriers that would stop someone from experience one’s self 8 7 Gestalt Therapy An Overview †¢ Experiments—The therapist designs experiments to increase the client’s awareness of what he or she is doing, experiencing, and how he or she is doing it. 9 A Gestalt View of Human Nature Gestalt’s basic understanding of the human being is that people can deal with their problems, especially if they become fully aware of what is happening within oneself and outside of oneself †¢ Change happens in a person’s life when he or she can reintegrate a disown ed part of the self back into the mix of identity – A disowned part of the self is something that may conflict with how one perceives the self 10 A Gestalt View of Human Nature †¢ Problems begin when a person tries to be who or what he or she isn’t – Living with â€Å"masks† and being inauthentic does not promote change – In fact it promotes stagnation of the personality A Gestalt View of Human Nature †¢ Gestalt is a process of â€Å"reowning† parts of the self that have been disowned – This unification process leads to the goal of becoming strong enough to proceed with one’s own personal growth †¢ According to Gestalt, the more a person tries to be who they are not, the more they stay the same 11 †¢ Client needs to be in their current position and be aware of what they are, as opposed to trying to become what they are not †¢ Change takes place when a person is more aware of who and what he or she is – Once that is accepted, change towards a goal can take 12 place The Now †¢ Our â€Å"power is in the present† †¢ The only moment that is significant is the present – Nothing exists except the â€Å"now† – The past is gone and the future has not yet arrived The Now †¢ Therapist will focus on the â€Å"what† â€Å"how† of a person without asking the à ¢â‚¬Å"why† questions – This is to promote an awareness of the moment – Questions such as â€Å"What is happening now? † or â€Å"What are you feeling in this moment? † are used to intensify the experience of the present create awareness †¢ To be fully aware is to live in the here now By reliving the past or worrying about the future, a person cannot be authentic and cannot come to terms with who one is †¢ For many people the power of the present is lost – They may focus on their past mistakes or engage in endless resolutions and plans for the future 13 †¢ â€Å"Why† questions lead only toward rationalizations and â€Å"self-deceptions† away from the immediacy of the moment 14 The Now †¢ Therapist encourages the present time by asking the client to: – Bring the past into the present by reenacting it in the present – e. g. imagine your father across from you in chair and tell him how you feel wh en he ignores you? The Now †¢ Therapist is seeking to help a person live their feelings rather than talk about them †¢ To live the moment rather than describe it in a detached way 15 16 The Now †¢ The past is recognized as having an important influence on a person’s present attitudes and behavior – But what is in the past is either brought into the here and now (â€Å"As you talk about this issue, what are your feeling now? †) so that a client can experience the feelings†¦.. – OR .u7f999a8ec11782b1bf9d6a0cdfa30fff , .u7f999a8ec11782b1bf9d6a0cdfa30fff .postImageUrl , .u7f999a8ec11782b1bf9d6a0cdfa30fff .centered-text-area { min-height: 80px; position: relative; } .u7f999a8ec11782b1bf9d6a0cdfa30fff , .u7f999a8ec11782b1bf9d6a0cdfa30fff:hover , .u7f999a8ec11782b1bf9d6a0cdfa30fff:visited , .u7f999a8ec11782b1bf9d6a0cdfa30fff:active { border:0!important; } .u7f999a8ec11782b1bf9d6a0cdfa30fff .clearfix:after { content: ""; display: table; clear: both; } .u7f999a8ec11782b1bf9d6a0cdfa30fff { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7f999a8ec11782b1bf9d6a0cdfa30fff:active , .u7f999a8ec11782b1bf9d6a0cdfa30fff:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7f999a8ec11782b1bf9d6a0cdfa30fff .centered-text-area { width: 100%; position: relative ; } .u7f999a8ec11782b1bf9d6a0cdfa30fff .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7f999a8ec11782b1bf9d6a0cdfa30fff .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7f999a8ec11782b1bf9d6a0cdfa30fff .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7f999a8ec11782b1bf9d6a0cdfa30fff:hover .ctaButton { background-color: #34495E!important; } .u7f999a8ec11782b1bf9d6a0cdfa30fff .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7f999a8ec11782b1bf9d6a0cdfa30fff .u7f999a8ec11782b1bf9d6a0cdfa30fff-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7f999a8ec11782b1bf9d6a0cdfa30fff:after { content: ""; display: block; clear: both; } READ: The Revolutionary War EssayUnfinished Business †¢ Feelings about the past are unexpressed – e. g. , resentment, rage, hatred, pain, anxiety, grief, guilt, abandonment – These feelings are associated with distinct memories fantasies – Feelings not fully experienced linger in the background interfere with effective contact †¢ Result: – Preoccupation, compulsive behavior, wariness oppressive energy self-defeating behavior – Unexpressed feelings can result in physical symptoms – So Gestalt therapists emphasize paying attention to 18 the bodily experience 17 3 Process of Psychotherapy Goal of Gestalt psychotherapy is awaren ess †¢ Gestalt therapists do whatever is necessary to jolt the person into a higher level of awareness of self, environment, relationship with others †¢ Contact Cycle involves increasing awareness which leads to excitement which leads to contact action – Increase awarenessexcitementcontactaction 19 †¢ CONTACT – interacting with nature and with other people without losing one’s individuality †¢ RESISTANCE TO CONTACT – the defenses we develop to prevent us from experiencing the present fully †¢ Five major channels of resistance (i. . , styles of resisting contact): Contact and Resistances to Contact – Introjection (we passively incorporate what the environment provides do not know what we want or need) – Projection (we disown certain aspects of ourselves by assigning them to the environment; so we put them on others; e. g. , see quality in others, we avoid responsibility for who we are) – Confluence (a blurri ng of the differentiation between the self and the environment; e. g. high need to be accepted liked) – Retroflection (is turning back to ourselves what we would like someone else do to us; e. g. , lash out injure self because fearful of directing toward others) 20 – Deflection (distracting so that it is difficult to maintain a sustained sense of contact Layers of Neurosis †¢ The phony: – reacting to others in stereotypical and inauthentic ways Energy Blocks to Energy †¢ Special attention is given to – where energy is located, – how it is used, – how it can be blocked †¢ Phobic layer: avoid the emotional pain that we would prefer to deny †¢ The impasse: – the point where we are stuck in our own maturation; w – we think we will not be able to survive †¢ The implosive level: – fully experience our deadness instead of denying it. †¢ Clients therapist want to be aware of the resistance which is being expressed in their body †¢ The explosive layer: – letting go of our phony roles pretenses which release much energy that we have been holding in 21 22 Therapeutic Process †¢ Therapeutic Goals Move towards increased awareness of themselves – Gradually assume ownership of their experience – Develop skills and acquire values that will allow them to satisfy their needs without violating the rights of others – Become more aware of all of their senses – Learn to accept responsibility for what they do, including accepting the consequences of their actions – Move from outside support toward increasing internal support – Be able to ask for and get help from others and to give to others 23 Therapeutic Process †¢ Therapists Function and Role Therapists notice what is in the foreground and the background. – Pay attention to the clients body language. – Focus on the language †¢ it talk client says it i nstead of I †¢ you talk client is asked to use I to make it more specific to the client †¢ questions this can hide the client †¢ language that denies power by adding qualifiers or disclaimers (i. e. but, I guess) †¢ listening to a clients metaphors can clue into the clients internal struggle †¢ listening for language that uncovers a story because you 24 can get an idea of their struggles 4 Therapeutic Process Clients Experience in Therapy – They are active participants who make their own interpretations meaning – Discovery: new view of old situation – Accommodation: clients recognizing that they have a choice – Assimilation: clients learning how to influence their environment Therapeutic Process †¢ Relationship Between Therapist and Client – Therapists need to allow themselves to be affected by their clients – Therapists share experiences in the here and now – Therapists do not manipulate clients â €“ Therapists give feedback – The I/thou relationship, a dialog relationship 26 5 †¢ †¢ †¢ †¢ The Experiment in Gestalt Therapy Preparing Clients for Experiments Role of Confrontation Specific Techniques: – – – – – – – – – – – Internal dialogue exercise Making the rounds â€Å"I take responsibility for† Playing the projection Rehearsal exercise Reversal technique Exaggeration exercise Staying with feeling Guided fantasy Empty Chair Gestalt Approach to Dream Work Therapeutic Techniques Therapeutic Techniques †¢ The experiment in Gestalt Therapy Contact with an authentic therapist is needed – Experiments grow out of the interaction between client therapist – Experiments can take many forms, i. e. , †¢ Dramatizing the memory of a painful event †¢ Setting up a dialogue between client some significant person in their life 27 – Can be con sidered the cornerstone of experiential learning – Therapy sessions = a series of experiments which are avenues for clients to learn experientially – Experiments are spontaneous one of a kind relevant to a particular moment 8 Therapeutic Techniques †¢ The experiment in Gestalt Therapy – Is fundamental to contemporary Gestalt therapy – Gestalt therapists invite clients to engage in experiments that lead to fresh emotional experiencing and new insights – Bring struggles to life by inviting clients to enact them in the present – Crucial that experiments be tailored to each individual used in timely manner – Also must be carried out in a context that offers a balance between support and risk Therapeutic Techniques Preparing clients for experiments – Counselors need to know when to leave client alone – Counselor needs to know when to introduce experiments – Experiments depend on persons problems, what the person is experiencing – Clients active role in self-exploration – Respectful of the clients cultural background – Counselor needs to be flexible †¢ Role of Confrontation – It is important to be direct and confrontational – It can be done in an inviting manner and not harshly 30 29 5 .ua825f833817cc470d6c446e3932d869e , .ua825f833817cc470d6c446e3932d869e .postImageUrl , .ua825f833817cc470d6c446e3932d869e .centered-text-area { min-height: 80px; position: relative; } .ua825f833817cc470d6c446e3932d869e , .ua825f833817cc470d6c446e3932d869e:hover , .ua825f833817cc470d6c446e3932d869e:visited , .ua825f833817cc470d6c446e3932d869e:active { border:0!important; } .ua825f833817cc470d6c446e3932d869e .clearfix:after { content: ""; display: table; clear: both; } .ua825f833817cc470d6c446e3932d869e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua825f833817cc470d6c446e3932d869e:active , .ua825f833817cc470d6c446e3932d869e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua825f833817cc470d6c446e3932d869e .centered-text-area { width: 100%; position: relative ; } .ua825f833817cc470d6c446e3932d869e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua825f833817cc470d6c446e3932d869e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua825f833817cc470d6c446e3932d869e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua825f833817cc470d6c446e3932d869e:hover .ctaButton { background-color: #34495E!important; } .ua825f833817cc470d6c446e3932d869e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua825f833817cc470d6c446e3932d869e .ua825f833817cc470d6c446e3932d869e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua825f833817cc470d6c446e3932d869e:after { content: ""; display: block; clear: both; } READ: Women And The Fight For Reform (549 words) EssaySpecific Techniques †¢ Internal dialogue exercise – the top dog and the under dog Specific Techniques †¢ Empty-Chair Technique: – When client speaks to an empty chair as if it were another person or another part of the client – Used to help the client get in touch with other views or other aspects of self †¢ Making the rounds – go to each person in the group and talk to them †¢ â€Å"I take responsibility for† – can be added to one of the clients statements †¢ †¢ Exaggeration Exercise: Counselor exaggerates mannerism of client or asks client to exaggerate mannerism in order to make client aware of true feelings Rehearsal exercise – to rehearse with the therapist out loud. †¢ Guided Fantasy: – Client is encouraged to visualize here now experiences †¢ Reversal technique – asking the client to do the opposite of their behaviors †¢ Playing the Projection: – Client is asked to play the role of the person who they are not connecting with 32 †¢ Staying with feeling – so that you can work through the fears 31 Specific Techniques †¢ Gestalt Approach to Dream Work †¢ Does not interpret analyze dreams †¢ Instead intent is to bring back to life relive them as though they were happening now †¢ Dream is acted out in the present dreamer becomes a part of his or her dream †¢ Suggested format: – Making a list of all the details of dream – Remembering each person, event, mood in it – Then becoming each of these parts by transforming oneself, acting as fully as possible inventing dialogue Specific Techniques †¢ Gestalt Approach to Dream Work Each part of dream assumed to be a projection of the self the client creates scripts for encounters between the various characters or parts †¢ All of the different parts of a dream are expressions of client’s own contradictory inconsistent sides †¢ By engaging in a dialogue between these opposing sides, the client gradually becomes more aware of the range of his or her own feelings †¢ According to Perls, the dream is the most spontaneous expression of the existence of the human being – Dream represents an unfinished situation – Also contains an existential message regarding oneself one’s current struggle 34 3 Current Status †¢ Perls still has his followers there are numerous Gestalt training institutes societies (e. g. , Dr. David Gorton’s Gestalt Therapy Training Center who visit’s our class) †¢ Interestingly, some of Perls techniques have gained favor among brief therapist family therapists because they are – designed for quick results – focus on the here and now Gestalt Prescription †¢ The Gestalt prescription, according to Naranjo, include the following: – Live now. Live here. – Stop imaging and needless thinking. Express, rather than manipulate, justify, and judge. – Do not restrict awareness. – Accept only your own â€Å"shoulds. † – Take responsibility for your own feelings, thoughts, and actions and, finally, surrender to being what you are. 35 36 †¢ In turn, other therapies (e. g. , dance, body work, Reichian techniques) have been combined with Gestalt techniques 6

Young People as Co-Designers of School-Based Civics Curriculum

Question: Discuss about theYoung People as Co-Designers of School-Based Civics Curriculum. Answer: Introduction High levels of hate crime, intolerance, and prejudice, support of extremism, distrust of politicians and low voter turnouts especially among the youths have been observed in many countries worldwide. This threatens the legitimate goals of democracy which are unity and patriotism. This is because of production poor inactive and unengaged citizens. These goals, however, must be balanced with the realization and tolerance of diversity in the society. These goals of democracy can only be achieved through an inclusive, active formal education (Smith et al., p. 4). The youths should, therefore, be co-designers of school-based civics curriculum to contribute their ideas. This paper discusses the importance of an inclusive curriculum and the role of youth as co-designers of the civic curriculum in preparing them to be active citizens of the future. Significance of co-designing a civics curriculum The issue of crisis democracy presents young people as the real problem who engages in violent activities. They have been displayed as a disengaged, an apolitical, and apathetic group. Their behavior has been somehow attributed to deficiencies in various institutions that are supposed to offer civic education (Bessant et al., 279). It becomes important, therefore, to engage the young people in designing a civic-oriented curriculum so that they can give out their views and hence shape them to be a better generation. The fact that the young people are politically disengaged shows that there is a need for more civic education. Educating them, however, does not play a critical role in their lives thats why involving them in designing of the civic curriculum is the best approach. Co-designing the curriculum gives the students a chance to improve the political arena (Chou et al., p. 5). Coordinating the digital media and civic engagement with youths is crucial. Young people spend a lot of time in social media as such they have a lot of information concerning politics and civics. Social media and the internet has revolutionized the world immensely. With youths spending much of their time on the internet, they are at a better-placed position to identifying upcoming and trending issues concerning democracy and politics (Youniss et al., p. 132). Involvement of youths in the process of civic education enhances the decision-making process which determines how people should conduct themselves politically. The current 21st-century politics have significantly changed and, therefore, requires different contributions from various social groups. Politics have become highly interactive, and that makes the young people ideal in co-designing of the civic curriculum. The politics also are peer-based, and the youths are the most vocal group and the unruly ones. Giving their views on matters that affect them politically becomes crucial to be integrated into the curriculum (Manning and Edwards, p. 29). Despite the fact that the internet has mitigated the power disparities such as social status, resource, experience, and power, the youthful activist politics, are not devoid of power and produces highly gendered space. Politics as usual model The concept of politics as a usual model has received critique from various social and political fields throughout the entire Europe. It aims at achieving a political consensus on the core neo-liberal project. It could lead to an expansion of the free market while causing the state to shrink. The young people, however, were the most vocal class to reject the consensus. Numerous policies such as the neo-liberal and conventional electoral policies had failed before. It was crucial, therefore, to commit the young people in social participation by creating a neo-liberal active citizenship framework. Young people as such, have the capability of restructuring the civic education to the betterment of everyone (Bennett et al., p. 111). Through digital network use, they can establish new approaches encompassing politics re-imagining, political imaginaries, and political action-oriented new norms which can create a free non-hierarchical interaction. Typically, it is thought that the older peop le can be the best designers of the civic curriculum due to their experience. As such, they can represent the young people in the political field and deploy the skills and knowledge necessary for young people to become active citizens. Contrary to this, the young people have a huge role to play in designing of the civic curriculum since they are so active and vocal concerning emerging issues and politics. Civic education is important since it helps the youth and students to understand the concepts of democracy, advocacy, human rights, and the rule of law. Young people as a source of democratic innovation Its important for the society to start viewing young people as equals in matters related to civic education rather than perceiving them as inexperienced individuals. Young people thorough their skills and innovation can improve the democracy of a country. Therefore, they stand best to be co-designers of civic education together with the teachers and older people to bring civic education to every individual. Due to their role in changing the democratic process of a country through civic education, young people can be termed as political and moral agents (Lange, p. 106). Their involvement as well gives the educators, and other collaborators have a broad knowledge of how young people think and reason in political terms. The institutions education is also oriented towards building a democratic curriculum and practices. The young people will as well give the policymakers an opportunity to reveal to the world their actual political profile. Contrary to what people perceive the youth as nar cissistic, apolitical, and disinterested individuals, the chance of co-designing the civic curriculum will counteract the negative notion of the youths in politics. It will also increase youth participation in politics and contribute to the implementation of civic education programs and policies. Students' engagement instills civics and citizenship knowledge and competencies that are very vital for democracy (Comber, p. 5). The young men and women learn the need to act with moral and ethical integrity. The future of democracy of a country depends on the moral values and integrity of her citizens. Lack of integrity always causes a lot of the most significant problems in a personal, professional and political arena. Offering training and education to the young citizens through an inclusive school-based curriculum could prevent these issues. This approach will enable them to appreciate the need for integrity amongst themselves and also test the integrity of the leaders and politicians during the voting and various democratic processes. An inclusive curriculum Engagement of the young as co-designers will also produce informed citizens. An inclusive curriculum is essential for students understanding of democratic institutions, processes, and their importance. It develops a sense of belonging and commitment to national values. The young citizens will then understand the need to stay informed of the national and international issue which enhances communication between them and the leaders. This, in turn, increases participation which is vital for democracy (Fletcher, p. 2012). It includes participation in voting and other democratic processes. The students are also encouraged to practice democracy through their involvement in decision-making processes. The knowledge and skills gained help them to develop analytical and critical thinking required in conflict resolution and evaluation of electoral candidates by their manifestos. The focus should be the improvement of the curriculum by controlling disruptive and violent incidences by encouraging democratic conflict resolution processes. Effective implementation of such practices, in turn, enhances democratic citizenship. Also, inclusive curriculum produces citizens who understand democracy concepts of equity and justice (Lawy and Biesta, p. 39). Students' participation is the only means through which this educational goal can be achieved. A Democratic environment in the school institutions, clubs and organizations gives students experience in decision making and conflict resolution and ensures justice and equity. The environment and exposure help the students to learn how qualities like tolerance and acceptance are vital for co-existence and democracy. Therefore, students should be actively involved in the curriculum to ensure they understand the form and spirit of democracy. This can be done by use of democratic teaching approach to enable students to practice democracy as a way of life. Students are also able to appreciate and value cultural diversity. Through an inclusive curriculum, the students develop openness and mindfulness to other people's beliefs, views, and practices. This promotes tolera nce which facilitates coexistence among the citizens. It is, therefore, necessary to employ practices and educational strategies for promoting cultural diversity and facilitate positive interactions. Students are also prepared for taking responsibility for their actions. Taking responsibility for one's actions is critical for democracy (Westheimer and Kahne, p. 247). Creation of supportive, inclusive curriculum encourages students to develop this skill by helping them understand how one's actions affect others. Conclusion Education is an essential tool for establishing a democratic culture. Arnold Packer suggests that creating informed citizens should be education's goal (2016) for citizens' contribution to democracy. Democratic culture is not like riding a bicycle, but like speaking a language: if you do not practice it you will lose the ability. It is also difficult to teach old dog new habits. Therefore, young people should be co-designers of school-based civics curriculum to provide them with the opportunity to practice democracy as a way of life. This will help eliminate the threats to the future of democracy in many countries. References Bennett, W.L., Wells, C. and Rank, A., 2009. Young citizens and civic learning: Two paradigms of citizenship in the digital age. Citizenship studies, 13(2), pp.105-120. Bessant, J., Farthing, R. and Watts, R., 2016. Co-designing a civics curriculum: young people, democratic deficit and political renewal in the EU. Journal of Curriculum Studies, 48(2), pp.271-289. Chou, M., Gagnon, J.P., Hartung, C., and Pruitt, L.J., 2017. Young People, Citizenship and Political Participation: Combating Civic Deficit? Pickering Chatto Publishers, pp. 1-9. Comber, M.K., 2003. Civics curriculum and civic skills: Recent evidence. The Center for Information and Research on Civic Learning and Engagement (CIRCLE), pp. 1-9. Fletcher, A., 2012. Meaningful student involvement. Retrieved on December, 1, p.2012. Lange, D. ed., 2013. Schools, Curriculum and Civic Education for Building Democratic Citizens (Vol. 2). Springer Science Business Media, pp. 1-245. Lawy, R. and Biesta, G., 2006. Citizenship-as-practice: The educational implications of an inclusive and relational understanding of citizenship. British journal of educational studies, 54(1), pp.34-50. Manning, N. and Edwards, K., 2014. Does civic education for young people increase political participation? A systematic review. Educational Review, 66(1), pp.22-45. Naval, C., Print, M. and Veldhuis, R., 2002. Education for Democratic Citizenship in the New Europe: context and reform. European journal of education, 37(2), pp.107-128. Smith, A., Fountain, S., and McLean, H., 2002. Civic Education in Primary and Secondary Schools in the Republic of Serbia.pp.1-7. Westheimer, J. and Kahne, J., 2004. What kind of citizen? The politics of educating for democracy. American educational research journal, 41(2), pp.237-269. Youniss, J., Bales, S., Christmas?Best, V., Diversi, M., Mclaughlin, M. and Silbereisen, R., 2002. Youth civic engagement in the twenty?first century. Journal of research on adolescence, 12(1), pp.121-148.